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Hi, I'm Harry Fletcher-Wood and I'm an
Associate Dean at the Institute
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for Teaching. The research is very clear
that assessment is crucial to teaching.
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If I'm not assessing I may be teaching
but I can never know what students are
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learning and the evidence on feedback is
that it's one of the most powerful
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things we can do to help students
improve, but it's also particularly hard
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to get right. I think we often mix up
feedback and marking. Feedback is like a
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thermostat; it changes what the radiator
does so we reach a desired temperature.
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For example, if I write comments but
students don't act on them, don't
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understand them, don't even read them then I'm marking but I'm not giving
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feedback. I'm a thermometer, not a
thermostat. Conversely, if I notice
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students struggling with a particular
idea, pause the whole class, highlight the
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issue and students correct their work
then I'm giving feedback but not marking.
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I probably don't need to emphasise that
feedback is both more effective, and at
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least in this example, more efficient
than marking. I think assessment and
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feedback suffer from what Doug Lemov
would call endemic problems; predictable,
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inherent difficulties. For example, how
can I know what all my students have
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understood? How can I know what
everyone's thinking during the lesson?
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How can I help every student improve? These are difficult because every
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student will be in a slightly different
place and because we can't get round
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the whole class at once and because our
time is limited. I think we're still
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wedded to some quite inefficient
assessment practices. Responsive teaching
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means being crystal clear what it is you
want students to learn, finding out
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exactly what they've understood and
adapting your teaching accordingly. If I
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can tell someone the key idea I want
students to recall from the lesson, for
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example knowing the causes of the
English Civil War. If I have a way of
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finding out whether they've got it, some
kind of task which encapsulates the
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lesson like a single summary answer and
if I then review what students have
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written and learned and adapt my next
lesson accordingly; realising, for example,
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that students have misunderstood the king's role and so reviewing that then I'm
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teaching responsibly. Short-term, there
are disadvantages to changing. If I've
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been doing something happily for a while, change is going to upset my routines and
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my students. But longer-term, we can save a lot of time and get the same results
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or better ones through change. For
example, if I use a hinge question
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to find out what students have
understood and adapt the lesson
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accordingly, I can pinpoint students
confusions and help them before those
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misconceptions become embedded. Students need to see what great work looks like
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if they're going to create it themselves. That means both seeing the finished
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product and seeing how it was put
together. I think technology makes that a
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lot easier, whether it's using a
visualiser to examine an exemplar piece
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of work or reviewing and improving an
existing example live in front of the
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class.